Test Accommodations and Positive affect among Adolescents with Learning Disabilities: The Mediating Role of Attitudes, Academic Self-efficacy, Loneliness and Hope

2018 ◽  
Vol 5 (4) ◽  
pp. 345-360 ◽  
Author(s):  
Michal Einav ◽  
Adi Sharabi ◽  
Peter Tal Even-hen ◽  
Malka Margalit
Keyword(s):  
Learning Disabilities ◽  
Positive Affect ◽  
Self Efficacy ◽  
Test Accommodations ◽  
Mediating Role ◽  
Academic Self Efficacy

scholarly journals The Influence of Discrepancies between Parents’ Educational Aspirations and Children’s Educational Expectations on Depressive Symptoms of Left-Behind Children in Rural China: The Mediating Role of Self-Efficacy

2021 ◽  
Vol 18 (21) ◽  
pp. 11713
Author(s):  
Xiaoou Man ◽  
Jiatong Liu ◽  
Yutong Bai
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
Self Efficacy ◽  
Educational Aspirations ◽  
Educational Expectations ◽  
Mediation Effect ◽  
Mediating Role ◽  
Left Behind ◽  
Academic Self Efficacy

Although long-term separation has made discrepancies between parents’ educational aspirations and children’s own educational expectations among families with left-behind children (LBC), limited researches on the influence of these discrepancies on children’s mental health are carried out at present. Based on China Family Panel Studies (CFPS) conducted in 2018, we selected 875 LBC aged 9~15 as the sample, explored the influence of the direction and degree of these discrepancies on LBC’s depressive symptoms by hierarchical regression, and examined the mediating role of children’s academic self-efficacy and mediation effect pathway with Baron and Kenny method and Bootstrap mediation analysis methods. Results showed that LBC’s mental health was worse when parents’ educational aspirations were higher than their children’s educational expectations, compared to that without discrepancies. The degree of such discrepancies was negatively associated with LBC’s mental health. In the relationship between the direction of discrepancies and LBC’s depressive symptoms, academic self-efficacy played a mediating role partially. In addition, the study indicated that mothers played a significant role in the development of LBC’s mental health. These findings also provided critical evidence for the intervention practice of LBC’s mental health.

scholarly journals Relationship of Academic Vitality, Academic Self-efficacy, and Metacognitive Skills with Lifelong Learning Concerning Mediating role of Study Approaches

2021 ◽  
Vol 11 (1) ◽  
pp. 1-10
Author(s):  
Marzieh Khamisabadi ◽  
◽  
Seyed Reza Mirmehdi ◽  
Ali Reza Merati ◽  
◽  
...  
Keyword(s):  
Lifelong Learning ◽  
Self Efficacy ◽  
Structural Equation ◽  
Pearson Correlation ◽  
Equation Modeling ◽  
Metacognitive Skills ◽  
Human Beings ◽  
Mediating Role ◽  
Academic Self Efficacy

Background: Nowadays, learning is one of the most important factors in the lives of human beings. Lifelong learning and its effective variables are the topics of discussion in the contemporary era. In this regard, the present study was done to investigate the relationship between academic vitality, academic self-efficacy, and metacognitive skills, and lifelong learning concerning the mediating role of study approaches among students of Payame Noor University, Kangavar branch in the academic year 2016-2017. Methods: A random sampling method was used to select the participants. The sample size was determined to be 168 students. The required data were collected using the Academic Vitality Inventory, the Self-efficacy Scale, the Metacognition Questionnaire-30 (MCQ-30), Approaches and Study Skills Inventory for Students (ASSIST), and the Lifelong Learning Inventory. In total, 128 questionnaires were completely filled out and collected. Results: The results were analyzed using the Pearson Correlation and Structural Equation Modeling (SEM) using PLS and SPSS v. 20 software. The results showed that the model suitably fitted the data. The main research hypothesis was accepted at the 0.002 significance level. Academic self-efficacy, study approaches and skills, and metacognitive skills were directly correlated with lifelong learning (r=0.436, p=0.001). Conclusion: Education and emphasis on study give incentives for lifelong learning. In a normal situation, no relationship was found between lifelong learning and other factors.

The interplay of personal values, relational mobile usage and organizational citizenship behavior

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bilal Ahmad ◽  
Sajid Iqbal ◽  
Mahnoor Hai ◽  
Shahid Latif
Keyword(s):  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Self Efficacy ◽  
Personal Values ◽  
Citizenship Behavior ◽  
Content Type ◽  
Mediating Role ◽  
The Relationship ◽  
Academic Self Efficacy

Purpose This paper aims to examine the mediating role of relational mobile usage on the relationship between personal values (individualism, collectivism and academic self-efficacy) and organizational citizenship behavior (OCB) among the faculty members of higher education/degree-awarding institutes (DAIs) in Pakistan. The paper also examines the moderating role of gender on the relationship between relational mobile usage and OCB. Design/methodology/approach Cross-sectional data from 217 faculty members of higher education/DAIs in Pakistan were collected through an online questionnaire. Structural equation modeling technique using SmartPLS was used to assess the measurement and structural model. Statistical Package for the Social Sciences (SPSS) version 21 was used for data normality analysis, missing value analysis and variable calculation. Response and non-response bias were also examined. Findings The findings confirmed that individualism was not significantly related to relational mobile usage; however, collectivism and academic self-efficacy were significantly related to relational mobile usage. The relationship of relational mobile usage and OCB was also significant. The mediating role of relational mobile usage on the relationship between individualism and OCB was not significant; however, the mediating role of relational mobile usage between collectivism and OCB, and academic self-efficacy and OCB was significant. The moderating role of gender on the relationship between relational mobile usage and OCB was also significant. Practical implications DAIs’ administration should strive to encourage individuals to value group priorities over the individualistic interests. Valuing group interest over the individualistic interest would promote the usage of mobile technology for relational purpose. This relational perspective of mobile usage will ultimately develop OCB among individuals. Also, academic self-efficacy through relational mobile usage can lead to OCB; therefore, another important policy implication for the administration of DAIs is to develop academic self-efficacy among the stakeholders of the institutions. Originality/value Although OCB has become a theoretically mature concept, the framework proposed for this study has rarely been discussed in previous scholarships, particularly from the perspective of relational mobile usage. Arguably, this study is the first in testing the mediating role of relational mobile usage between the personal values and OCB within the context of academia in Pakistan.

Adolescents' perceived parental psychological control and test anxiety: Mediating role of academic self-efficacy

2017 ◽  
Vol 45 (9) ◽  
pp. 1573-1583 ◽  
Author(s):  
Xiaobo Xu ◽  
Liandi Lou ◽  
Lixia Wang ◽  
Weiguo Pang
Keyword(s):  
High School Students ◽  
Test Anxiety ◽  
Self Efficacy ◽  
Psychological Control ◽  
Self Report ◽  
Equation Modeling ◽  
Parental Psychological Control ◽  
Mediating Role ◽  
Academic Self Efficacy

We examined the relationship between parental psychological control and their children's test anxiety in the Chinese cultural context, and tested the mediating role of the children's academic self-efficacy in this relationship. Chinese high-school students (N = 401, 158 boys and 243 girls), aged between 15 and 18 years, completed a self-report survey assessing parental psychological control, academic self-efficacy, and test anxiety. The results showed a positive association between parental psychological control and the students' test anxiety. The students' academic self-efficacy was negatively correlated with parental psychological control and the students' test anxiety. Additionally, results of structural equation modeling indicated that the students' academic self-efficacy partially mediated the effect of their perception of parental psychological control on their test anxiety. These results reveal the negative influence of parental psychological control on their children's test anxiety and identify academic self-efficacy as a mediating variable through which parental psychological control exerts effects on their children's test anxiety.

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